D629: GFN2
Task 2
WGU D629 GFN2 TASK 2: PROFESSIONAL DEVELOPMENT PLAN |PASSED
ON FIRST
ATTEMPT |LATEST UPDATE WITH COMPLETE SOLUTION
Professional Development Plan Template
PART I: PROFESSIONAL DEVELOPMENT GOAL
Consider the "Teaching Practice Self-Inventory" from Task 1 and identify a particular aspect of planning, instruction, or
assessment you want to improve by doing the following:
Professional Growth
A1. Selected Aspect for I would like to focus on my techniques for getting students to engage in coursework
Improvement rather than socializing. The students in this community have not been taught the social
skills normally expected at this age. Though I knew it at the beginning of the year, I am
Identify an aspect within realizing I need to change my instruction more than I anticipated, because, as bad as
planning, instruction, or their social and behavioral skills sound on paper, they are even more difficult to deal with
assessment that you want to in person.
improve through professional Therefore, I need to adjust my instructional techniques to not only mentor proper
development. behavior but also show more compassion while still helping students understand that
something bad happening to them does not give them the right to do something bad to
someone else.
A2. Justification for • My district has set a goal for 6th-grade ELA teachers to raise students’ reading
Improvement comprehension by three grade levels by the end of this year. This goal has been set
because 26% of our 6th-grade students are entering at or above grade level, 23% are
Justify why you want to one grade below, and 51% are two or more grades below in reading comprehension.
improve the aspect of your • The district also recognizes these students’ needs for SEL, so they are asking us to
practice identified in part A1. include SEL learning in our classrooms, though without a mandated goal or
expectations.
• Our district has offered SEL classes for several years, with varied implementation by
teachers. The students in this class have the highest suspension rate among
elementary school students in many years. Whether that is a cause, effect, or
circumstance, it still leaves these students missing many of the SEL lessons that would
normally have been available to them.
• To reach the district goal of improving reading comprehension by three grade levels
by the end of the year, I need to first address their social and behavioral needs. To do
so, I have decided to start changing my instructional techniques to help them engage
in
classwork, so I can then help them improve their reading comprehension.
A3. Professional I will use instructional methods that prioritize students' SEL needs over their academic
Development needs. I will work with my fellow 6th-grade team teachers, who work with these same
, D629: GFN2
Task 2
Goal
students, to brainstorm instructional techniques to improve student behavior, with the
Develop an overarching desired end result of improved reading comprehension. I will track student behavior
professional development issues and how long it takes for them to get on task. I will evaluate this information to
goal by explaining specifically determine if the current technique is working or if modifications are needed. I will
how you want to improve the document my behaviors in a separate spreadsheet to help analyze which behaviors I use
area of your practice that help students minimize negative behaviors and increase time on tasks. My goal is
identified in part A1. that, by changing my classroom procedures, students will exhibit fewer negative
behaviors, allowing them to spend more time on-task. This will allow them to practice the
academic techniques I am trying to share with them to improve their reading
comprehension.
A4. Projected Goal I will continue this goal through the end of the school year. I will share my spreadsheets
Completion Date on my behaviors and the student behaviors with my team of teachers every other week,
as we have already discussed.
Identify a projected goal
completion date or time
frame.
PART II: PLANNING AND RESOURCES
Consider the support resources you will use to achieve the professional development goal in part A3 and identify them by doing
the following:
Planning and Resources
B1. Job-Embedded This goal is one I have already started working on. I work in a junior high that started using
Professional the teaming model this year. One concern my team of 6th-grade teachers has noticed is
Learning Resource that negative student behavior is hindering students' academic needs. The students stay in
the same groups all day as they move from one classroom to another. The other teachers
Identify one type of and I have identified that each group has their own behavioral issues. Our first step in
professional learning addressing how much time they are on task has been to discuss the techniques each of us
resource provided by your uses with our groups to minimize negative behaviors. We then discuss how well these
school or district (i.e., job- techniques work and changes to attempt.
embedded resources, such In addition to our discussions during collaborative planning, I have asked the district
as observations, mentoring, instructional coach to observe my class at least once a month, varying which hours she
school workshops, etc.) you observes to increase the number of students she observes and to observe if I behave the
will use to achieve your same with each class or if I am different from one class to another. She has agreed to
professional provide written feedback, including data such as which students are on task and for how
development goal from long, how long it takes them to get on task, and the amount of time spent not on task. She
part A3.
will also share with me and my team-teachers any additional techniques that can be used to
improve student behavior.
Task 2
WGU D629 GFN2 TASK 2: PROFESSIONAL DEVELOPMENT PLAN |PASSED
ON FIRST
ATTEMPT |LATEST UPDATE WITH COMPLETE SOLUTION
Professional Development Plan Template
PART I: PROFESSIONAL DEVELOPMENT GOAL
Consider the "Teaching Practice Self-Inventory" from Task 1 and identify a particular aspect of planning, instruction, or
assessment you want to improve by doing the following:
Professional Growth
A1. Selected Aspect for I would like to focus on my techniques for getting students to engage in coursework
Improvement rather than socializing. The students in this community have not been taught the social
skills normally expected at this age. Though I knew it at the beginning of the year, I am
Identify an aspect within realizing I need to change my instruction more than I anticipated, because, as bad as
planning, instruction, or their social and behavioral skills sound on paper, they are even more difficult to deal with
assessment that you want to in person.
improve through professional Therefore, I need to adjust my instructional techniques to not only mentor proper
development. behavior but also show more compassion while still helping students understand that
something bad happening to them does not give them the right to do something bad to
someone else.
A2. Justification for • My district has set a goal for 6th-grade ELA teachers to raise students’ reading
Improvement comprehension by three grade levels by the end of this year. This goal has been set
because 26% of our 6th-grade students are entering at or above grade level, 23% are
Justify why you want to one grade below, and 51% are two or more grades below in reading comprehension.
improve the aspect of your • The district also recognizes these students’ needs for SEL, so they are asking us to
practice identified in part A1. include SEL learning in our classrooms, though without a mandated goal or
expectations.
• Our district has offered SEL classes for several years, with varied implementation by
teachers. The students in this class have the highest suspension rate among
elementary school students in many years. Whether that is a cause, effect, or
circumstance, it still leaves these students missing many of the SEL lessons that would
normally have been available to them.
• To reach the district goal of improving reading comprehension by three grade levels
by the end of the year, I need to first address their social and behavioral needs. To do
so, I have decided to start changing my instructional techniques to help them engage
in
classwork, so I can then help them improve their reading comprehension.
A3. Professional I will use instructional methods that prioritize students' SEL needs over their academic
Development needs. I will work with my fellow 6th-grade team teachers, who work with these same
, D629: GFN2
Task 2
Goal
students, to brainstorm instructional techniques to improve student behavior, with the
Develop an overarching desired end result of improved reading comprehension. I will track student behavior
professional development issues and how long it takes for them to get on task. I will evaluate this information to
goal by explaining specifically determine if the current technique is working or if modifications are needed. I will
how you want to improve the document my behaviors in a separate spreadsheet to help analyze which behaviors I use
area of your practice that help students minimize negative behaviors and increase time on tasks. My goal is
identified in part A1. that, by changing my classroom procedures, students will exhibit fewer negative
behaviors, allowing them to spend more time on-task. This will allow them to practice the
academic techniques I am trying to share with them to improve their reading
comprehension.
A4. Projected Goal I will continue this goal through the end of the school year. I will share my spreadsheets
Completion Date on my behaviors and the student behaviors with my team of teachers every other week,
as we have already discussed.
Identify a projected goal
completion date or time
frame.
PART II: PLANNING AND RESOURCES
Consider the support resources you will use to achieve the professional development goal in part A3 and identify them by doing
the following:
Planning and Resources
B1. Job-Embedded This goal is one I have already started working on. I work in a junior high that started using
Professional the teaming model this year. One concern my team of 6th-grade teachers has noticed is
Learning Resource that negative student behavior is hindering students' academic needs. The students stay in
the same groups all day as they move from one classroom to another. The other teachers
Identify one type of and I have identified that each group has their own behavioral issues. Our first step in
professional learning addressing how much time they are on task has been to discuss the techniques each of us
resource provided by your uses with our groups to minimize negative behaviors. We then discuss how well these
school or district (i.e., job- techniques work and changes to attempt.
embedded resources, such In addition to our discussions during collaborative planning, I have asked the district
as observations, mentoring, instructional coach to observe my class at least once a month, varying which hours she
school workshops, etc.) you observes to increase the number of students she observes and to observe if I behave the
will use to achieve your same with each class or if I am different from one class to another. She has agreed to
professional provide written feedback, including data such as which students are on task and for how
development goal from long, how long it takes them to get on task, and the amount of time spent not on task. She
part A3.
will also share with me and my team-teachers any additional techniques that can be used to
improve student behavior.
